國中生「非自然」轉學現象與轉學適應之探究─志願的？被迫的？

Abstract This study focuses on “unnatural” transferring of junior high school students. Contrary to natural transfers mainly arising from personal or familial factors, unnatural transfers have a lot to do with the students’ school life. This study is aimed to explore the very reasons for unnatural transfers, the transfer process as well as the transfer students’ adaptation to their new schools. Besides, this study also tries to find out the potential mechanisms causing unnatural transfers. For the purpose of this study, qualitative research was used and seven students, three parents, two teachers, one social worker, who were all related to transferring events, were interviewed. The unnatural transfers are classified into three types—voluntary, bargaining and forced, on the basis of the decision-making process. It’s found that children or their family regard transferring as the solution when children encounter unendurable difficulties in their relationship with the teachers or in their peer interaction. In contrast, educators force children to transfer regardless of their refusal because of children’s deviant behavior. We should pay attention to the fact that many of the children or family who try to solve problems by transferring are directly or indirectly forced by educators to do so. A good transfer plan plays a critical role on fostering children’s adaptation to new schools. However, the children who are directly or indirectly forced to transfer hardly get any help from the school workers about transfer planning. Generally, children’s reported reason for school transfer is residential relocation. But in fact, the problems in their school life are the real reasons. School workers are aware of that. Therefore, those dressing up eccentrically, having negative disciplinary record, transferring from the school in the same community, or transferring at the ninth grade tend to be suspected as trouble makers and be refused or treated in an unfriendly way by some educators when entering into the new school. It’s argued that educators, children and their family all suffer from the potential mechanisms of forced transferring. We have to work on such mechanisms to solve the problems related with forced transfers. According to the results of the research, this study proposes concrete suggestions for the educational administration authorities, school administration authorities, and educators for their reference in solving the unnatural transfer problems.